Assignment: Split into two groups of about four students per group. You will be working on a collaborative piece of writing. NOTE: The people sitting with you are not the only people working with you. Another class period will have a "Group A" and a "Group B" which will be working on the same pages! The goal is co-authored and collaborative writing. Leave some work for the next class, who will also be editing your work. (I'm trying to show you how it would work over a period of time, with several classes, using one wiki. The second class period needs to build off of the first students' work.)
Be wary of editing the same page at the same time. You could lose work this way. (We could always get it back, but it's still a hassle.) Divide up your group's workload.
Directions: Write a series of poems about a topic of your choice. Example topics: Great Bear, teaching writing, summertime blues, literature you've all read, etc.
The goal is NOT to have one poem per person. Try to avoid this. Work together, when you can, even if that just means one person writing a draft and then someone else revising. You are free to choose whatever types of poetry appeal to you and your subject matter. Write 5 poems.
PURPOSE: To figure out what it would be like, as a student, to have to co-author and collaboratively revise/edit creative literature.
Directions: Create a wiki dedicated to answering the questions below. Be as creative with this as you can stand to be. Give examples, pictures, thoughts, ideas, etc. Explain it to me but also show me. Make me want to know the answers.
What is writing and why do we do it?
What is literature and why do we read it?
PURPOSE: To figure out what it would be like to co-author essays or research reports.
Example Rubric: (In a class situation I would add categories for whatever SLEs we've been working on... Example: Student uses personification, alliteration, and assonance at least once in his or her writing. Revisions show development of tone and voice. Student correctly cites sources. Whatever you've been teaching them can be added to the rubric and emphasized in the directions.)
Consistent
4 Points
Most of the time
3 Points
Sometimes
2 Points
Not Often
1 Point
Student makes significant
contributions to one of the group's
pages. (At lest the equivalent of 2
paragraphs/1 whole poem)
Student helps to add information or
revise/edit at least two other pages for his
or her group.
Student participates in a discussion about
the assignment or about the writing- at least
4 posts to discussion tabs are required.
Student avoids plagiarism by posting sources
for researched information. No cutting/pasting
allowed!
To return to Mrs. Rollans' wiki page, click "Mrs. Rollans' Class" at the top of the page.
Class 1 (Experimenting with Co-Authoring)
Assignment: Split into two groups of about four students per group. You will be working on a collaborative piece of writing. NOTE: The people sitting with you are not the only people working with you. Another class period will have a "Group A" and a "Group B" which will be working on the same pages! The goal is co-authored and collaborative writing. Leave some work for the next class, who will also be editing your work. (I'm trying to show you how it would work over a period of time, with several classes, using one wiki. The second class period needs to build off of the first students' work.)
Be wary of editing the same page at the same time. You could lose work this way. (We could always get it back, but it's still a hassle.) Divide up your group's workload.
Link to Group A's Page: Group A
Directions: Write a series of poems about a topic of your choice. Example topics: Great Bear, teaching writing, summertime blues, literature you've all read, etc.The goal is NOT to have one poem per person. Try to avoid this. Work together, when you can, even if that just means one person writing a draft and then someone else revising. You are free to choose whatever types of poetry appeal to you and your subject matter. Write 5 poems.
PURPOSE: To figure out what it would be like, as a student, to have to co-author and collaboratively revise/edit creative literature.
Link to Group B's Page: Group B
Directions: Create a wiki dedicated to answering the questions below. Be as creative with this as you can stand to be. Give examples, pictures, thoughts, ideas, etc. Explain it to me but also show me. Make me want to know the answers.What is writing and why do we do it?
What is literature and why do we read it?
PURPOSE: To figure out what it would be like to co-author essays or research reports.
Example Rubric: (In a class situation I would add categories for whatever SLEs we've been working on... Example: Student uses personification, alliteration, and assonance at least once in his or her writing. Revisions show development of tone and voice. Student correctly cites sources. Whatever you've been teaching them can be added to the rubric and emphasized in the directions.)
4 Points
3 Points
2 Points
1 Point
contributions to one of the group's
pages. (At lest the equivalent of 2
paragraphs/1 whole poem)
revise/edit at least two other pages for his
or her group.
the assignment or about the writing- at least
4 posts to discussion tabs are required.
for researched information. No cutting/pasting
allowed!
To return to Mrs. Rollans' wiki page, click "Mrs. Rollans' Class" at the top of the page.